What are scatter plots used for ?

The domain of the function  [tex]f(x) = log_{b} x[/tex]  is (0, ∞) and the range of the function is  (-∞, ∞) which means that all real numbers is the range for the given function.

The domain of the function is the set of numbers for which the function is defined. It acts as input for the function and gives output known as range.The range of the function is the set of numbers of possible output values.It is derived from set of inputs known as domain.

Given,         [tex]y = log_{b} x[/tex]

To calculate the domain of given function we put argument greater than 0
               [tex]x > 0[/tex]

Now we have to express the domain in the form of interval

             Domain = (0, ∞)

Now put the domain in logarithmic expression to get range:

                 ∴ Range = (-∞, ∞)

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Answer: The temperature on Wednesday is 5 degrees hotter than Tuesday

Step-by-step explanation:

The simplified form of the expression -5/9 ÷ -1/3 is  1 2/3.

Given the expression in the question;

-5/9 ÷ -1/3

To divide a fraction by another fraction, multiply by its reciprocal.

Hence;

-5/9 × -3/1

Note that; - × - = +

5/9 × 3/1

Multiply 5 and 3

( 5 × 3 ) / 9

15 / 9

Cancel out the common factor of 3

5/3

Convert the improper fraction

5/3

1 2/3

Therefore, the result is 1 2/3.

Option B) 1 2/3 is the correct answer.

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A) Point H is the center of the circle that passes through points D, E, and F.

and , C) Line segment H E is-congruent-to line segment H.

Circumcenter of Triangle:

The circumcenter of a triangle is defined as the point where the perpendicular bisectors of the sides of that particular triangle intersect. The parallel points of the bisectors of a triangle are called the circumcenter. This is represented by P(X,Y). The circumcenter is also the center of the triangle's circumcircle, which can be either inside or outside the triangle.

Line Segment:

In geometry, a line segment is a portion of a straight line bounded by two different endpoints and includes all points on the line between the endpoints. The length of the line segment is determined by the Euclidean distance between the endpoints. A closed line includes both endpoints, but an open line does not. A half-open line contains only one endpoint. In geometry, line segments are often denoted by lines over two endpoint symbols.

Examples of line segments are the sides of triangles or squares. More generally, if both endpoints of a segment are vertices of a polygon or polyhedron, the line segment is either an edge (of that polygon or polyhedron) if the vertices are adjacent, or a diagonal line . If both endpoints are on a curve (such as a circle), the line segment is called a chord (of that curve).

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After taking the common, the factored form of [tex]4x^2-9[/tex] is (2x+3)(2x-3).

In the given question, we have to find the factored form of [tex]4x^2-9[/tex].

The following is how we factor the GCF out of a polynomial:

(1) Determine the polynomial's GCF for each term.

(2) Present each term as the GCF and another factor's product.

(3) To factor out the GCF, use the distributive property.

To solve this question we use the formula [tex](a^2-b^2) = (a+b)(a-b)[/tex]

We can write [tex]4x^2-9[/tex] as

[tex]4x^2-9[/tex] = [tex](2x)^2-(3)^2[/tex]

[tex]4x^2-9[/tex] = (2x+3)(2x-3)

Hence, the factor form of [tex]4x^2-9[/tex] is (2x+3)(2x-3).

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The complete question is:

What is the factored form of [tex]4x^2-9[/tex]?

Quartiles divide data sets in fourths.

In statistics, a quartile is a specific kind of quantile that splits the total number of data points into four roughly equal portions, or quarters. Quartiles are a type of order statistic since they require the data to be arranged from smallest to largest in order to be computed.

Quartiles (Quartiles are the most prevalent percentiles. Data sets are divided into quadruples, or four equal sections, by quartiles. The bottom 25% of the data are separated from the top 75% by the first quartile, abbreviated Q1. The first quartile therefore corresponds to the 25th percentile. The second quartile, or Q2, separates the bottom 50% of the data from the top 50%; it is corresponding to the median or 50th percentile. The third quartile, or Q3, which corresponds to the 75th percentile, separates the bottom 75% of the data from the top 25%.

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Answer:

[tex]\huge\boxed{\sf Length = 13, \ \ Width = 7}[/tex]

Step-by-step explanation:

Let the length of rectangle be x and width be y.

x = 2y - 1 --------------(1)

2x + 2y = 40

2(x + y) = 40

x + y = 40/2

x + y = 20 -----------(2)

2y - 1 + y = 20

2y + y - 1 = 20

3y - 1 = 20

3y = 20 + 1

3y = 21

y = 21/3

x = 2(7) - 1

x = 14 - 1

So,

[tex]\rule[225]{225}{2}[/tex]

The code creates a new data frame that filters for chocolate bars that contain at least 80% cocoa and have a rating of at least 3.75 points.

filter(cocoa.percent >= 80, rating >= 3.75)

1. Start by creating a new data frame called best_trimmed_flavors_df that uses the trimmed_flavors_df data frame

2. Use the %>% operator to pipe the trimmed_flavors_df data frame into the new data frame

3. Use the filter() function to filter the new data frame for chocolate bars with at least 80% cocoa and a rating of at least 3.75 points

The code creates a new data frame that filters for chocolate bars that contain at least 80% cocoa and have a rating of at least 3.75 points.

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The cost of making the ball is $678.24.

We are told in the question that Justin's company makes solid balls out of scrap metal for various industrial uses. For one project, he must make copper balls that have a radius of 6 in. If copper costs $0.75 per in^(3).

Now we have to obtain the volume of the ball. Let us recall that the ball has the shape of a sphere hence volume of a sphere is;

V = 4/3πr^3

V = 4/3 * 3.14 * (6)^3

V = 904.32 in^3

The cost of the ball is; 904.32 in^3 *  $0.75

= $678.24

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If the Hendricksons are in charge of bringing treats for 505050 football players. The  statement that best predicts how many football players will get a popsicle is: C. There will be exactly 30 football players who get a popsicle.

First step is to find the total cooler

Total cooler =  3+2

Total cooler = 5

Since  play we have 3:2 type of color

Hence,

Number of player with popsicles = 3/5 × 50

Number of player with popsicles = 30

Number of player with sandwiches = 2/5 × 50

Number of player with sandwiches = 20

Therefore the correct option is C.

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The complete question is:

The Hendricksons are in charge of bringing treats for 50 football players. They brought 3 coolers of popsicles and 2 coolers of ice cream sandwiches. Each player is going to randomly select a cooler from which to get their treat. Which statement best predicts how many football players will get a popsicle? Choose 1 answer:

A. There will be exactly 20 football players who get a popsicle.

B. There will be close to 20 football players but not exactly 20 who get a popsicle.

C. There will be exactly 30 football players who get a popsicle.

D. There will be close to 30 football players who get a popsicle but not exactly 30 who get a popsicle

Answer: 7 sq units

Step-by-step explanation:

I'm pretty sure that this is right

The proportion of sweater prices falling between 48.50 dollars and 60 dollars can be found by calculating the area under the normal curve for the two endpoints which is 78.38%

This can be calculated using the z-score formula, which is defined as

(x-μ)/σ, where x is the value of interest, μ is the mean, and σ is the standard deviation.

For 48.50 dollars, the z-score is

(48.50-58)/5.5 = -1.454545.

For 60 dollars, the z-score is

(60-58)/5.5 = 0.363636.

Using a z-table, the proportion of sweater prices between 48.50 and 60 dollars is 0.7838, or 78.38%.

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Answer:

5

Step-by-step explanation:

15/3 = 5

Answer:

c. 5

Step-by-step explanation:

15 ×1/3

= 5

note: three goes into fifteen 5 and goes into itself 1 living 5 .

The value of the first term that is less than 0 is -4

The formula for the nth term of an arithmetic sequence is:

aₙ = a₁ + (n - 1)d

Where a₁ is the first term in the sequence, d is the common difference between terms, and n is the position of the term that we are trying to find.

If in an arithmetic sequence, the first term is 100 and the fourth term is 76, then the common difference is

aₙ = a₁ + (n - 1)d

76 = 100 + (4 - 1)d

76 = 100 + 3d

3d = 76 - 100

3d = -24

d = -8

Solve for aₙ that is less than 0.

aₙ = a₁ + (n - 1)d

aₙ = 100 + (n - 1)(-8) < 0

100 - 8n + 8 < 0

8n > 108

n > 13.5

a₁₄ = 100 + (14 - 1)(-8) = -4

Therefore, the value of the first term that is less than 0 is -4.

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The statements that are true based on the following given information is  F ⊂ D (E ∩ F) is the empty set.

You should understand that a set is the collection of different items or numbers to form a group.

The given parameters that will help us to understand what a set is is given below

The elements of these sets are given as follows

D= {1,2,3,4,5,6,7,8,9, ...}

E= {4,9,16,25}

F= {20,22,24,26,28,30)

D ∪ E = {1,2,3,4,5,,,,,9......16....25...) ≠ E

Also

E∪(D∩F) =

First find (D∩F) =

(D∩F) =  but E∪(D∩F) = Ф

Also, F ⊂ D (E ∩ F)

E∩F = Ф and F⊄E

Therefore it is an empty set

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The x values after solving the equation |2x - 5| = |7x + 10| are -3 and [tex]\frac{-5}{9}[/tex].

As per the given data, the given equation is:

|2x - 5| = |7x + 10|

Here we have to solve the given equation.

Which means we have to find the value of x.

|2x - 5| = |7x + 10|

Remove the mod on either side of the equation.

When we remove mod ± should be added to another side of the equation.

We get:

2x - 5 = ± (7x + 10)

When it is positive, we get:

2x - 5 =  (7x + 10)

7x - 2x = -5 - 10

5x = -15

x = -3

When it is negative, we get:

2x - 5 = - (7x + 10)

2x - 5 = -7x - 10

2x + 7x = -10 + 5

9x = -5

x = [tex]\frac{-5}{9}[/tex]

Therefore the values of x are -3 and [tex]\frac{-5}{9}[/tex].

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Answer:Not Sure if this is correct but Is it 3.2?

Step-by-step explanation:

Thats the only thing i can think of

Main answer: 3.2142857142

To Find: 45/14 rounded to the nearest tenth

Solution:

First step:

divide 45 by 14 ( Here Dividend is 45 and the divisor is 14)

Second step:

14 multiplied by 3 =  42  ( It means dividing 45 by 14 will get a 3  quotient)

Third step:

Put a decimal in the quotient to add an extra zero in the dividends to find the value in the decimal.

Fourth step:

After subtracting 42 from 45 will get 3 as a remainder

We will add 0 to find the value in decimal

so, 30 is dividend, we will again divide it by 12

14*2 = 28 ( 2 is quotient)

Fifth step:

we will get 2 as remainder

again repeat the same step by adding 0 and dividing it by 14

Sixth step:

Now, 20 divided by 14 , will get 1 as quotient and 7 as remainder

Seventh step:

6 will become 60, after dividing it by 14, will get 4 as quotient and 4 as remainder

Eighth step:

After dividing 40 divided by  14, will get 2 as quotient and 12 as remainder

as 12 is lesser than 14, we will add extra zero in dividend

after dividing 120 by 14, we will get 8 as quotient and 8 as remainder

divide 80 by 14, will get 5 as quotient and 10 as remainder

divide 100 by 14 , will get 7 as quotient and 2 as remainder

divide 20 by 14 , will get 1 as quotient and 6 as remainder

divide 60 by 14,  will get 4 as quotient and 4 as remainder

divide 40 by 14, will get 2 as quotient and 12 as remainder

divide 120 by 14, will get 8 as quotient and 8 as remainder

Final answer: 3.2142857142

The solution of the statement is,

⇒ - 6, - 5, - 4, - 4, 5 , 6

A relation by which we can compare two or more mathematical expression is called an inequality.

Given that;

The algebraic statement is,

''All numbers with an absolute value greater than 3 but less than 7''.

Now,

The mathematical expression of the given statement is,

⇒ 3 < |x| < 7

Thus, All the possible values are;

⇒ |x| = 4, 5, 6

⇒ x = - 6, - 5, - 4, - 4, 5 , 6

Thus, All the solution of the given statement is,

⇒ x = - 6, - 5, - 4, - 4, 5 , 6

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Based on a scale factor of 1 inch to 100 feet, the length of the model of the bridge is equal to: D. 89.8 inches.

In Geometry, a scale factor can be defined as the ratio of two corresponding side lengths or diameter in two similar geometric figures such as bridges, which can be used to either horizontally or vertically enlarge (increase) or reduce (decrease or compress) a function that represents their size.

Mathematically, the scale factor of a geometric object can be calculated by dividing the dimension of the image by the dimension of the pre-image (original figure).

Substituting the given parameters into the scale factor formula, we have the following;

Length of model bridge = 8980/100

Length of model bridge = 89.8 inches.

In this context, we can reasonably infer and logically conclude that the model bridge's length is equal to 89.8 inches.

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Answer:

Lucia has a faster rate.

Step-by-step explanation:

Lucia's unit rate

46/4 = 11.5   240 minutes is the same as 4 hours   240/60

Lucia can travel 11.5 miles in 1 hour.

Quinn's unit rate:

51/5 = 10.2

Quinn can travel 10.2 miles in 1 hour

Answer:Lucia is faster

Step-by-step explanation:

speed= distance / time Lucia:46miles /240

Answer:

The red graphed equation is f(x) = y + 3

Step-by-step explanation:

The red graph is +3 units greater than the black graph.

Red = f(x)+3

The nomenclature is confusing, but if we say the black graph is given by y, the red graph would be y+3.  This looks like c, although is is not clear what f(x) refers to.

See the attached worksheet.

The radical value of the expression is 144⁵/³

You should be aware that a radical expression is defined as  any expression containing a radical (√) symbol.

The given expression to be ex[pressed is

(2∛12)(3∛2)

To express this, we multiply two two brackets together to have

6∛24

Taking the cube root of 24 we have

6¹ * 24¹/³

Applying the multiplication law of indices we have

144⁵/³

In conclusion this is to say that the radical expression is 144⁵/³

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Answer:

(625 - 121)(625 + 121)

Step-by-step explanation:

625² - 121² ← is a difference of squares and factors in general as

a² - b² = (a - b)(a + b)

then

625² - 121²

= (625 - 121)(625 + 121) ← in factored form

Answer:

18√3

Step-by-step explanation:

To simplify the expression 2√48 + 5√12, you can first simplify each of the terms inside the parentheses. The square root of 48 is equal to 4*√3, so you can rewrite the first term as:

2√48 = 2*(4√3) = 8√3

The square root of 12 is equal to 2*√3, so you can rewrite the second term as:

5√12 = 5*(2√3) = 10√3

Now that you have simplified the terms inside the parentheses, you can add them together to get:

(8√3) + (10√3) = 18*√3

So, the simplified expression is equal to 18*√3

Option D: The solution of the system of equation is (-1,-2)

A group of equations comprising one or more variables is known as a system of equations. The variable mappings that satisfy each component equation, or the points where all of these equations cross, are the solutions of systems of equations.

A finite collection of equations for which common solutions are sought is referred to as a set of simultaneous equations, often known as a system of equations or an equation system.

To create an equation in one variable using the elimination approach, you may either add or subtract the equations. To remove a variable, add the equations when the coefficients of one variable are in opposition, and subtract the equations when the coefficients of one variable are in equality.

The equations are :

y = 3x + 1 ⇒ y - 3x = 1 (i)

y = -2x -4 ⇒ y + 2x = -4  (ii)

Subtracting (i) from (ii) we get ,

2x +3x = -4 -1

⇒ 5x = -5

⇒x = -1

for x = -1

y = 3x + 1 = 3*(-1) + 1 = -2

The solution of the system of equation is (-1,-2)

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The image point of (3, 3) is (3/n, 3/n).

Resizing an item uses a transformation called dilation. Dilation is used to enlarge or shorten the structures. The result of this transformation is an image with the same shape as the original. However, there is a variation in the shape's size. The initial form should be stretched or contracted during a dilatation.

Given point (3, 3).

Let n be the scale factor.

The image of (3, 3) after dilation,

by a scale factor of n centered at the origin will be,

= (3/n, 3/n).

= (3/n, 3/n).

Therefore, (3/n, 3/n) is the image point.

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1000 milliliter make up one liter. Therefore, we can multiply the volume by 1000 to get the value in milliliter for any liquid capacity expressed in liter.

Knowing the relationship between the two units will make converting between liter and milliliter simple. Both liters and milliliter are measurements of a liquid's volume. The basic measure of liquid capacity is the liter.

The liquid volume can also be measured in milliliter, centiliters, and kiloliters. All of these units have different values from one another.

Similar to milliliters, liters also denote volume, however, one liter is equivalent to one thousand milliliters (1 L = 1000 mL). The formula below can be used to translate a value from liters to milliliter:

1000 milliliter make up one litre. Therefore, we can multiply the volume by 1000 to get the value in milliliter for any liquid capacity expressed in liters.

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The SAS congruence states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the two triangles are congruent.

First, let's take two triangles ABC and DEF. If the side lengths of both triangles are the same (AB = DE, AC = DF) and the included angle (angle A) is the same in both triangles (angle A = angle D) then the two triangles are congruent. This is known as the SAS congruence.

To prove the SAS congruence, we can use the Law of Congruent Triangles. This law states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the two triangles are congruent.

To prove this, we can use the Side-Angle-Side Postulate. This postulate states that if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle, then the two triangles are congruent.

This means that if the side lengths of both triangles are the same (AB = DE, AC = DF) and the included angle (angle A) is the same in both triangles (angle A = angle D) then the two triangles are congruent. This is known as the SAS congruence.

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The scientific notation 6.3 × 10³ can be written as 6300 in regular notation

Scientific Notation is a way of writing big and small numbers very easily. It is also known as the Standard form in Britain. It is used when a number can be multiplied by a power of 10.

When we write a scientific notation, it has two parts.

In the question instead of writing 6.3 × 10³, we can also write 6.3 × 10^4 which is easy to type but means the same.

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The complete question will be:

How is the Scientific Notation 6.3 × 10³ can be written as regular notation?